高中英语1Module3MyFirstRideonaTrain《小王子》整

《小王子》整本书读后分享TeachingDesign成都市石室天府中学肖颖本节课是《小王子》整本书读后分享课，学生在之前已经花大约7个小时的时间进行自由阅读，因此本节课的教学目标为回顾《小王子》一书的故事情节，分析书中的人物性格及人物的象征意义，分享书中的佳言美句。12名学生以角色表演的形式展示故事情节，全班同学以分组讨论形式分析书中部分人物性格，教师与学生一同总结主要人物的象征意义，最后学生以自由发言的形式分享书中的佳言美句并阐明原因。本节课旨在运用分析阅读，尝试构建“整本书读后分享课”的教学模式。BackgroundInformationofdesigningthisperiodofclassBasedontheresult(moststudentshavejusthadabout1500wordsintheirvocabularybank)ofthesurveyonthevocabularysizetest,wethinkstudents’vocabularyshouldbeenlarged.EachstudenthasbeengivenanovelcalledTheLittlePrince,whichisawonderfulresourceforstudentstoenlargevocabularyandimprovereadingability.AimedatarousinginterestinEnglishnovelreadingandimprovingreadingability,studentsareadvisedtofinishreadingthenovelcalledTheLittlePrinceinaboutamonth.Whilereading,studentscancollectsomesmartexpressionsandbeautifulsentencestoenrichvocabulary.Date&TimePageCollection(30min)P1--1810wordsand5sentenceswithChinesemeaningsNowIstaredatthissuddenapparitionwithmyeyesfairlystartingoutofmyheadinastonish.(P8)That’showImadetheacquaintanceofthelittleprince.(P12)Itwasfromwordsdropedbychancethat,littlebylittle,everythingwasrevealedtome.(P13)Thefirsttimehesawmyairplane,heaskedme:“whatisthatobject?”(P13)Youcanimaginehowmycuriositywasarousedbythishalf-confidenceaboutthe“otherplanets.”(P15)(30min)P9--3810wordsand5sentenceswithChinesemeanings(3hours)P39--8310wordsand5sentenceswithChinesemeanings(30min)P84--111Readforthemainidea(2hours)P112-141ReadforthemainideaRecently/Lately/Thesedays/Forafewweeks,wehavereadanovelcalledTheLittlePrince.Ihaveneverseensuchaconceitedpersonlikehimbefore.(1hour)WritingDrawamindmapofthestoryandwritethoughtsaboutthestory,includingthemainidea,themostimpressivepartandsomethinglearnedfromthebook.TeachingAimsBytheendofthelesson,studentsareexpectedto1.makesenseofthestorylines.2.understandsomecharactersdeeply.3.appreciatethenovelbetterbyenjoyingsomebeautifulsentences.StudentsAnalyzingStudentshavefinishedreadingthenovelcalledTheLittlePrince,andthey’vedrawnthemindmapofthestoryandwrittentheirthoughtsaboutthestory,includingthemainidea,themostimpressivepartandwhattheyhavelearnedfromthebook.Thestudentshavearoughunderstandingofthestory,buttheyneedabetterunderstandingofcharactersandsomeclassicsentences.AlthoughthestudentsarefromSeniorOne,theycan’tuseEnglishtotalkabouttheirownideasfreelyandfluently.MaybeinthisperiodofclassstudentscannotbegreatlyimprovedinEnglishcoreliteracy,butatleastthisperiodofclassprovidesstudentsaplatformwheretheycanappreciateaclassicnovel,thinkdeeplyaboutsomecharactersandsomebeautifulsentences,sharethoughtswithothersandpracticeoralEnglish.Tosomedegree,Englishcoreliteracyisontheway.TeachingproceduresActivity1.TheStorylines/ThePlotSomestudentsactoutthestorylines.（Designingpurpose:Tohelpstudentsrecallthestorylinesandarousestudents’interestininvolvingclassactivities.）Activity2.Groupwork:CharactersAnalyzingStudentsaredividedintosevengroups.Eachgroupwillberesponsibleforonecharacteronthescreen,andtheywilldiscussanddescribethepersonalityofthecharacterandfindoutevidenceinthestorytosupportyouridea.Eachgroupwillchooseaspokespersontogiveopinions.GroupkingP50:_____________________________________________________________GroupconceitedmanP59:_____________________________________________________GrouptipplerP62:___________________________________________________________GroupbusinessmanP64:______________________________________________________GrouplamplighterP71:________________________________________________________GroupgeographerP77:________________________________________________________GroupswitchmanP109:_______________________________________________________（Designingpurpose:Toletstudentsunderstandsomecharactersdeeplywiththehelpofteamworkandtoguidestudentstosupportideaswithdetailsinthestory.）Activity3.MainCharacterAppreciationTogetherwiththeteacher,studentstalkaboutthesymbolsofmaincharacters.Thelittleprinceisthesymbolof____________________Hisroseisthesymbolof_____________________Thesnakeisthesymbolof____________________Thefoxisthesymbolof_______________________（Designingpurpose:Toleadstudentstofocusonthesymbolismshowninthecharactersfromthenovel.）Activity4.BeautifulSentenceAppreciationStudentssharebeautifulsentencesfromthenovel,andgivereasons.Ipreferthesentenceonpage_____,andthereasonwhyIlikeitisthat______________________________________________________________________________________________________.（Designingpurpose:Toguidestudentstoappreciatethenovelbetterbyenjoyingsomebeautifulsentencesandshareopinionsbygivingreasons.）Activity5.DeepThinkingStudentsinferthewritingpurposesofthisnovel.Whydidthewriterwritethestory?_______________________________________________________________________________（Designingpurpose:Toleadstudentstoreadtheprologueofthenovelandinferthewritingpurposesaccordingtowhattheyhavelearnedinthisperiodofclass.）Activity6.Homework(Choosethefollowingonetofinish)Askstudentstoreadthenovelagainandtrytocontinuethestory.（Designingpurpose:Toguidestudentstohaveadeepunderstandingofthenovelandusetheirheadtocreatetheirownwritingbasedonthenovel.）AskstudentstowatchamovieadaptedfromTheLittlePrince,andwritethemainideaofthemovieandtheopinionofit.（Designingpurpose:Toguidestudentstocomparethenovelwithamovieadaptedfromit,anddeveloptheircriticalthinking.）FeedbackGoodpoints:Guidingstudentstoactoutthestorylinesisagoodwaytoshowtheplotofthenovel,becausestudentsinthisclasslikeactin